Heroes and villains: children’s stories of Eco-school learning as a scalar social site for sustainability practice

Figures & data

Figure 1. Multi-scalar approach to extend influence that empowers sustainable people and encourage demand power in the market.

Figure 2. Plastic shopping bags: an example of a multi-scalar approach from policy, marketing, and consumer-behaviour.

Table 1. The contents of the photographs which led to the development of topics.

Topic	Photograph content
Litter	Litter within the streets and the local parks as well as dog waste
Recycling	Recycling bins in the home and in the street
Energy	Light switches, boilers, household appliances
Transport	Electric buses, trains and bicycles - interestingly, this only included sustainable modes of travel, and not cars
Food waste	Disposed of food in bags and compost containers
Wildlife	Seagulls, dogs, cats
School garden	Produce grown by school pupils
Water use	Taps and sinks
Air pollution	Cars and aeroplanes
Climate change	Snow on the ground in late March; springtime in the UK
Reuse	Plastic cups used more than once, carpet samples used as drinks coasters, syrup tins used as pencil holders
Growing fruit and veg	Crops that were grown in their gardens for household meals

Table 2. Participation in sustainable activities represented in the photographs.

Participant pseudonyms	Litter	Recycling	Energy	Transport	Food waste	Wildlife	School garden	Water use	Air pollution	Climate change	Reuse	Growing fruit, veg and flowers
Harry	9	1				5	1					3
Milly	4	4		2		2	1
Lara		11		2			1					4
Luke	4	3	2	2	1					1	1	2
David		6	2		6						2	1
Liam and Ava		1	5					1			3
Dimos	5					2
Adam	2	4
Robbie		3				2					5	2
Mark	1	3	3	2	1						5	6
Violet		1	1	1	1						1

Figure 3. Robbie’s drawing from 6 years previously that had impacted on his practice.

Figure 4. Mark’s photograph of garden chairs his brother had made from an old bed.

Figure 5. Litter collected by Harry and his friends.